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In art there is a warm up lesson when I tell students that "Today I want you to make really bad art"
The irony is that many of them create art that they are happy with and don't consider it bad at all.
The point of the lesson is to remove the pressure of perfectionism, and allow them to explore materials without fear of being judged.

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In band, I spend most of the first month ENCOURAGING mistakes. I tell the students that if they are going to make a mistake, I would rather it be strong and loud so I can correct it! This quickly builds a culture of students not being afraid to have errors in their playing, but also embracing other's mistakes. I also notice, similar to what is stated in the article, "students may actually benefit from making mistakes (and correcting them) rather than avoiding them at all costs" that students make the same mistake less often when it becomes the topic of conversation (or we all have a friendly laugh about it).

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I feel that many of us see that our students are afraid to make mistakes, especially in front of others. As the article states, "kids are watching each other closely both in school and online—judging, comparing, and evaluating—while mental health conditions like anxiety and depression are on the rise." Some students won't even attempt a problem for fear of failure. For this reason, I try to embrace mistakes as learning opportunities with the intention of helping our students move away from this type of thinking.

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The section that spoke about giving "skills and strategies that enhance resilience" resonated with me as a music teacher.  Just today, we listened as a group to a recording of ourselves from Friday's rehearsal.  Always a hard thing to do! People hate hearing themselves on recording as you know.  But in doing this we began to collaboratively determine what work has to be done as we get closer to performance time and then it is up to me to give them the skills they need to improve those areas.  Without the mistakes there cannot be a space to teach those skills to grow.

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In all classes, students who feel that their teachers value them and have built positive relationships with them will be more willing to take risks and attempt difficult problems. They will not be concerned with making mistakes or worry about "failure".

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Mistakes are a daily part of math.  I try to set an environment in my classroom in the beginning of the year where students are comfortable to share answers and make mistakes.  Often I will say, “I’m glad you got that wrong.  You’re not the only one who probably….” Instead of scolding students with a “you’re wrong” studying mistakes in math can help students understand procedures and lead to less errors in the future.  As the article says, “focus on the errors; don’t ignore them.”

My concern, though, is with trying to find ways for students to slow down and avoid careless mistakes.  Far too often students want to rush through assignments to be done.  They lack attention to detail, and end up with poor test grades due to rushing and making careless mistakes.

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In science, we moved away from the scientific method and are now using the engineer design loop.  Instead of following instructions in lab similar to a recipe, students are designing their own procedures.  This process allows students to make mistakes and redesign experiments until they arrive at the correct answers.  By learning through mistakes, students seem to have a deeper understanding of the concepts taught through labs.

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In math, we embrace a variety approaches to a problem. I was particularly interested in the part of the article that compared the "direct instruction" group and "productive failure" group. I recently introduced a challenging problem to my accelerated class and simply asked, "How would you approach this problem?" The students came up with several approaches, most of which resulted in the correct answer. I think this approach was more effective than if I dictated "my way" of solving the problem. I will say, however, that I don't know if this approach works well for all students and all concepts.

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In math, making mistakes happens all of the time.  It's only by making mistakes that students learn what what can't be done when solving a problem.  When reviewing homework, i like to have some mistakes on the board so that I can ask students to find and correct the error.  If these situations never occur, students don't realize what they can and cannot do.  Our textbook has several examples that ask students to "Find the error" that are good class discussion questions.

I liked the phrase Focus on resilience: “Even though this is tough, you will find your way.”  This is a great motto for seventh grade math. Continue to work hard and success will be yours.  Students find solving equations tough in the beginning due to its abstractness.  We often tell them to persevere, it gets easier as you continue to work with them.

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In science class mistakes are routine while performing labs.  Students are taught early on that scientists have questions and continue to experiment along the way towards answering that question.  Mistakes help them progress and move forward to finding the correct outcome.
In the classroom, mistakes are welcome, and we work with them to change the outcome of the lab results.  We discuss what went wrong and begin to brainstorm and encourage ways to change our procedure to get a different outcome.
Brainstorming and encouraging together helps to foster a sense of confidence in a student's work even while making mistakes.

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Temporarily focusing on mistakes works in coaching as well. When introducing a movement or skill, I have found success when teaching an athlete how to incorrectly perform a movement or skill, on purpose. When introducing the correct technique, they are better able to compare and contrast and experience how the movement should feel.

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In Engineering we learn in a Design Loop that acknowledges, encourages, and allows for mistakes. Looping through a problem solving activity gives students the opportunity to identify their mistakes, evaluate how to find a better solution, and occasionally re-perform the activity correcting the mistake. I feel this models how "productive failure enhances learning."

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In both 6th and 7th grade math classes, we spend time reviewing problems with errors in them and have students find the error. We use problems that we have designed that are common errors.   Or it can be errors that we found in class.

I connected to this quote from the article. "Real learning isn’t usually easy. Teaching methods that center on errors may make learning more challenging but can also be more motivating—potentially enhancing metacognition (the ability to think about your thinking) and self-efficacy (a belief in your capability to accomplish a task)."

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I connected with the encouraging persistence section which talked about ¨sharing our own vulnerability¨. I feel that part of teaching that mistakes is okay and a part of learning is not being afraid to show that you yourself make mistakes. Too often as teachers we try to brush off or ignore the mistakes we make. When really we should be highlighting those mistakes and then identifying the values of those mistakes, so that our students can see how we take those mistakes and then use them to improve. With guidance and modeling how we ourself deal with mistakes, we can better equipped our students how to deal with challenges and mistakes they may make.

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When an honest mistake is made during a game or activity in PE, we will typically pause the game, explain the mistake, clarify any rules that were broken, or make a suggestion for next time. The individual or team is then given the opportunity to try again right away without any negative consequences. After doing this, the class learns as a whole and hopefully the same mistake will not be repeated twice.

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In health, we discuss our decision making model often. "Stop, think, act, reflect". I want students to understand that if they make a mistake in anything in life, they always have an opportunity to learn from that mistake and do better the next time. In the text, they talk about the fear of failure and how it is tied to self worth. I try to demonstrate this idea of it's ok to make mistakes to them as well- if I don't know a question they ask me, I tell them I have to look into it.
When we talk about stress, I want them to understand the idea of "letting go". If we need to do something more than once to get it right, it is not failure, but rather learning and we need to persevere in order to get to the next level.